PMS at Institutes Performance Management (PM) is an ongoing process of identifying priorities for the year ahead, evaluating and

developing the work performance of staff so that the Universitys core principles and strategic goals are more effectively achieved. It is a mechanism whereby all staff can benefit in terms of recognition, receiving feedback, career planning and personal development. It uses an approach of enabling and involving staff. Uses of PM planning and review form The review of performance is directly linked to: (a) Performance rewards and recognition (b) Incremental progression (c) Academic probation and informs the following processes: (d) Academic promotion (e) Conversion from fixed term to tenured academic appointments (f) Conversion from fixed-term to continuing general appointments (g) Academic study leave (h) Staff development (A) PERFORMANCE REWARDS AND RECOGNITION the Universitys Staff Rewards and Recognition Policy outlines the overall framework that exists for the various mechanisms to reward and recognise staff, either as individuals or as part of a team, for high-level performance that assists the University in pursuing its strategic goals and objectives. There are various reward mechanisms detailed in the policy. (B) INCREMENTAL PROGRESSION the Head of School/Section will provide advice to whether a staff member should receive an increment. If a staff members overall work performance has been unsatisfactory, the Head may recommend that an increment not be awarded on the basis of this advice. Incremental progression will not normally be denied unless matters of concern have been previously canvassed with the staff member and an opportunity provided, if appropriate, for the staff member to remedy these matters of concern. (C) ACADEMIC PROBATION the Head of School will use this report form to provide an annual progress report and, where relevant, a recommendation to the Faculty Academic Performance Committee (FAPC) to whether, in the opinion of the Head, the probationer's appointment should be confirmed. The Committee will have available to it documentation arising from Performance Management, and any other evidence of the staff members achievements throughout the term of the probationary period to make its decision. (D) ACADEMIC PROMOTION although performance management documentation should not be submitted as part of applications, the University Promotions Committee strongly encourages the use of documentation (objectives, selfassessments and supervisors reports) in the preparation of applications and Heads reports. (E) CONVERSION FROM ACADEMIC FIXED-TERM TO TENURED APPOINTMENT ON THE BASIS OF OUTSTANDING PERFORMANCE - the Head of School may make a recommendation to the Faculty Academic Performance Committee when, in the Heads opinion, a staff member on a fixed-term appointment should have the appointment converted to a tenured appointment on the basis of outstanding performance. In making such a recommendation, the HOS will need to submit a copy of the form (F) ACADEMIC STUDY LEAVE to assist it in making decisions on applications for study leave the Faculty Study Leave Committee will take account of information

contained on this form. The applicant will therefore need to submit copies of this form in support of an application for study leave (G) STAFF DEVELOPMENT - in making decisions with respect to the provision of staff development, the Head of School/Section should have regard to the needs of individual staff as evidenced from the Performance Review process.

The response were scaled from 1 to 5, where 1 indicated totally not agree, 2 indicated may agree, 3 indicated partially agree, 4 indicated agree and 5 indicated totally agreed

Table 2 above indicates how the respondents agreed with the purpose of the performance appraisal system. 85.9% agreed that the system is used in training needs assessment, 84.7% generally agreed that the system is used to evaluate the employees who may renew the service contract and 83.6% indicated that the system is useful in determining promotion criteria among the employees. These three were therefore recorded as the main purpose of performance appraisal system in most Universities. Although the employees identified the above major purpose of the performance appraisal system, it is important to note that on average, the respondents noted that the purpose of performance appraisal system is only 53.43% indicating that employees have not been properly sensitized on these purpose of the system

Key Principles that would apply to any Scheme a. In designing the performance management scheme, linkages must be made to other aspects of employee motivation and development including training and development and promotion. b. A developmental model of performance management in which objectives and outcomes are focussed on the professional development of staff related to colleges training and development policies and procedures. Issues of discipline or capability should be handled separately under the relevant local specific procedural agreement. Issues of pay should be determined through the colleges pay review policy. c. All employees irrespective of status, hours worked, or type of contract must be able to participate in the scheme. d. The design must ensure that no bias or unfair discrimination is permitted either directly or indirectly. e. The scheme should be owned by all parties with ownership created through involvement in the design, implementation and review. f. Appropriate training should be provided to all staff (appraisers and appraisees) on the operation of the scheme and the skills needed. g. When managing the performance of teams and individuals, it is recommended that both inputs and outputs as well as the means of achieving them are taken into account. h. Clear and detailed information should be provided to all staff prior to the introduction of a scheme. Requirements The PM cycle commences with a meeting between the staff member and the PM Supervisor in January/February of each year to review performance for the previous year and to prepare a Performance Plan for the next year. Review of performance for the previous year: The review of performance for the previous year involves the staff member completing a self-assessment of achievements relating to the agreed key objectives prior to meeting with their PM supervisor. The PM supervisor also provides an assessment of the staff members achievements. The Head of School/Section, if they are not the staff members PM supervisor, will provide comment on the assessments and complete recommendations relating to outcomes that are directly linked to, or informed by, the PM process. Review of position description: It is appropriate for the supervisor and staff member to review the position description at the beginning of the planning meeting to identify whether there have been any changes to job requirements. Where there are significant changes to job requirements, a revised position description should be forwarded to Human Resources for an assessment of the classification level of the position. Components of per plan for year ahead: The Performance Plan will detail the agreed key objectives to be achieved by the staff member during the year. The key objectives should relate to the major duties of the position as a whole, and which should be structured to enable a "whole-of-job" assessment of performance for the year. In appropriate cases objectives designed to "stretch" individuals or reach other key organisational targets may be added. The Performance Plan should also identify any staff development regarded as important for the next year in order to assist performance or for career enhancement. Performance Plans may be framed in the context of longer-term projects which staff may be engaged in or the

co-operative development of team focused Performance Plans by a group of staff and their supervisor. Conclusion: Focus on the overall duties of a position will enable the performance review process to promote a meaningful dialogue about overall performance. This dialogue should also enable staff members and their supervisors to discuss changes to the nature of the tasks and duties being undertaken, and to capture the inevitable shifts in emphasis that happen in jobs due to changes in strategic direction. The focus on overall performance will also make the review a clear contributor to the other relevant decision making, such as incremental progression and probation, with which this process is directly linked.

Suggested Model to be used or Adapted There should be three parts to the process: Planning performance Managing performance Reviewing performance Planning Performance would normally involve establishing individual/team objectives, discussing job expectations, personal training and development planning and the setting of performance standards. The requirements of Success for All and the need to deliver agreed funding targets will provide college staff with a major source of suitable personal objectives against which their performance can be assessed. Managing Performance is an on-going process which takes place during the year and would include coaching, mentoring, feedback, interim formal reviews, self-monitoring, motivating management styles and the monitoring of training and development activities. Reviewing Performance revolves around the formal review of performance and performance measurement. This process should involve a dialogue between appraiser and appraisee. Key outcomes of this review, and in particular training and development needs, would feed into the next performance planning cycle. A mechanism for appeal should be provided. This appeals process may be a purposedesigned scheme or it may be included within an existing grievance procedure. Planning Stage Job Duties: List the most important functions for successful performance of the employees job. Normally, 80% of the duties are based on the employee's position description. Success criteria are to be completed for each duty. Each criterion should clearly communicate the performance expectations and provide clear and concise directions for the employee to use in managing daily performance. Performance Characteristics: List the performance characteristics and definitions directly related to the employees job. Performance Objectives: Assigned objectives are optional for non-supervisory employees. However, space is provided, if needed. If objectives are assigned, success criteria for each must be completed. The supervisor should meet with the employee to discuss the job duties, performance characteristics, objectives and success criteria for the rating period. The form must be signed by the supervisor, reviewer and employee. The original document should be retained

by the supervisor for use during the actual rating process. A copy should be given to the employee. Evaluation Stage The supervisor will complete the evaluation based on the employees performance for the entire rating period. Job duties and objectives shall be rated based on how well the employee has met the success criteria as outlined in the planning stage. The performance characteristics will be rated as acceptable or unacceptable. Performance Summary and Improvement Plan: Should denote the employees strengths and weaknesses. Recommendations for improvement should be outlined if needed. Appraisal Results: Select Overall Rating from choices given. If a Fails to Meet Requirements rating is contemplated, Performance Appraisal for Classified Employees Policy, the Division of Human Resources, or the human resources officer on campus. Employee Comments: The employee is permitted to comment regarding the performance evaluation. Additional pages may be attached if necessary. Signatures: The form must be signed by the supervisor, reviewer and employee, and submitted to the Division of Human Resources. Performance Level Definitions Substantially Exceeds Performance Requirements: Work that is characterized by exceptional accomplishments throughout the rating period; performance that is considerably and consistently above the success criteria of the job. Exceeds Performance Requirements: Work that is above the success criteria of the job throughout the rating period. Meets Performance Requirements: Work that meets the success criteria of the job. Fails to Meet Performance Requirements: Work that fails to meet the success criteria of the job. Performance characteristics will be given a rating of acceptable or unacceptable instead of substantially exceeds, exceeds, meets or fails to meet performance requirements. AcceptableMeets requirements UnacceptableFails to meet requirements Values That Underpin Any Performance Management Scheme a. Transparency. All staff should be briefed on and be familiar with all aspects of the process, the respective roles of everyone involved and the potential outcomes. People affected by decisions emerging from the performance management process should have the opportunity to scrutinize the basis upon which decision were made. b. Respect for the individual. Staff should be treated with dignity and respect. c. Procedural fairness. The procedures incorporated in performance management should be operated fairly, ensuring equity and openness. d. Honesty. The outcomes of a performance management process are only as good as the objectivity and honesty of all who are involved. e. Agreed targets and objectives set as part of performance management scheme should be SMART(Specific, Measurable, Achievable, Realistic and Time framed). Training to Support Effective Operation Thorough training for both managers and individuals in the skills required to operate performance management effectively must be provided prior to commencement of the scheme. Such training might include role play activities to help in developing skills in setting

objectives, providing objective feedback and handling poor performance. Steps must be taken to ensure that all new staff are provided with training at the earliest available opportunity preferably as part of their induction programme. Sharing Best Practice Sharing best practice within and beyond an individual college is recognised as a costeffective way of maximising the value added benefits that can be achieved from performance management and ensuring consistency and best practice across the college. Evaluation The implementation of the colleges performance management scheme should be monitored and evaluated against clear criteria. The results of the evaluation should be communicated to all staff and to recognised trade unions through locally recognised consultation/negotiation arrangements at the college and will inform the next performance management cycle. Particular care should be taken in the monitoring and evaluation process to ensure that there is no discrimination on the grounds of age, disability, family responsibility, marital status, race, colour, ethnicity, nationality, religion and belief, gender, sexual orientation, trade union activity, or unrelated criminal conviction and that all staff, full-time, part-time or fixed-term have equal access to the scheme. Implementation Both sides recognise the guidelines and fulfil the requirements of the Employment Relations Act 1999 in respect of consultation with recognised trade unions. The principles of this Agreement in respect of access to performance management shall be commended to employment agencies and third party providers engaged by the colleges. Colleges may seek access to professional support where requested to assist in the development and introduction of a performance management system. References:

http://www.utexas.edu
www.human-resources.utas.edu

http://hr.sc.edu http://journal.aibuma.org